SACRED HEART COLLEGE KYNETON

Transcription

1 POLICY NAME: JUSTICE POLICY DATE DEVELOPED: 1996 DATE UPDATED: Dec 2009 REVIEW DATE: Annual Review RESPONSIBILITY: Leadership Team/Deputy Principal SACRED HEART COLLEGE KYNETON 94 High Street (PO Box 191) Kyneton 3444 Telephone: Facsimile: JUSTICE POLICY SIF REVIEW: As a result of the SIF Action Plan, this is the working document for

2 TABLE OF CONTENTS Contents Page Introduction 3 The philosophy and practice of Restorative Justice at Sacred Heart College 4 Goals of the Justice Policy 4 Parents - Rights and Responsibilities 5 - Expectations 6 Teachers - Rights and Responsibilities 7 - Expectations 8 College Classroom Expectations 9 College Out-of-Class Expectations 10 Students - Rights and Responsibilities 11 - Expectations Rules for Conduct and Safety on School Buses 14 Sacred Heart College Justice Policy 15 Affective Questions 16 Restorative Justice Process 17 Restorative Measures 18 Levels of Consultation 18 Behaviour Management Plan (Appendix 1) 19 Weekly Report (Appendix 2) 20 Behaviour and Work Effort Progress Report (Appendix 3) Restorative Meeting (Appendix 4) 23 2

3 INTRODUCTION Sacred Heart College is a community of students, teachers and parents within the kingdom of God with Christ as its centre and focus. It strives for the total development of the human and spiritual faculties of its members who, in response, are inspired to commit themselves to serve God and their fellow people and make the world a better place in which to live. As a community, we rely on each other and seek to promote positive, caring relationships among all our members based on mutual respect and love. We believe in: Interpersonal relationships which reflect the Mercy values of love, service, justice, trust, hope and mutual respect. We strive to structure our environment in such a way that these relationships are nurtured within an atmosphere conducive to learning. The College Justice Policy provides a basis for this nurturing. We recognise that some factors limit the development of an ideal climate of care. Hence, students are encouraged to respond to the needs of others and to develop a sense of responsibility towards the interdependent world in which we live. In keeping with this, this Justice Policy describes the Rights, Responsibilities and Expectations of all members of the College Community. We believe our school policies and practices must be respectful of the dignity, rights and fundamental freedoms of individual students. Therefore, we aim: To live justly, To love tenderly and To walk humbly with God. Micah 6:8 May this document be lived in word and spirit. 3

4 THE PHILOSOPHY AND PRACTICE OF RESTORATIVE JUSTICE AT SACRED HEART COLLEGE: Is to promote RESILIENCE in both the one who is harmed and the one who causes harm. It is about helping young people become aware of the impact of their behaviour on others through personal accountability and being open to learning from conflict situations. GOALS OF THE JUSTICE POLICY In practising Restorative Justice, key considerations are to: Bring those affected by wrongdoing into a safe and controlled environment Build a sense of community and citizenship, along with healthy, equitable and just relationships Promote accountability, wellbeing, healing and connectedness Restore the dignity and wellbeing of those harmed by the incident Place value on respect, honesty, humility, mutual care and trust Share feelings and opinions truthfully Work together to determine how best to deal with the consequences of the incident RIGHTS, RESPONSIBILITIES AND EXPECTATIONS OF THE COLLEGE COMMUNITY Parents, Teachers and Students all have rights and responsibilities with respect to justice at Sacred Heart College. These lead to a set of expectations regarding each person s actions. All Parties will adhere to all College policies. 4

5 PARENTS - RIGHTS, RESPONSIBILITIES AND EXPECTATIONS RIGHTS RESPONSIBILITIES I, as a Parent, have the following rights: My responsibilities in the light of these rights are: 1. To be recognised and respected as the 1. To be open to the professional advice prime educator of my child. of teachers. 2. To expect that my child will be taught 2. To understand and support the ethos well and treated fairly. and aims of the College, including the justice procedures and their implications. 3. To be informed about my child s progress. 3. To provide information about my child and to maintain channels of communication. 4. To expect that my child is in a safe 4. To support the College in the physical environment. implementation of its Justice Program. 5. To be given the opportunity to express 5. To use both the formal and informal myself on College matters. opportunities provided for communication with the College. 5

6 EXPECTATIONS Based on the rights and responsibilities of the College Community, I, as a parent, should support the College in its efforts to promote Justice within the College. Therefore, I am expected to undertake the following: NOTIFICATION TO THE COLLEGE 1. I will provide correct College and PE uniform for my child. If this is not possible I will write an explanatory note in my child s Planner. I understand that this note is valid for one day. 2. I will phone the College to explain any absences. 3. I will only permit my child to leave the College grounds during College time in exceptional/unavoidable circumstances. An explanatory note will be written in my child s Planner. 4. I will only supply a written note for my child s failure to fulfil the College s expectations of students when a genuine reason exists. 5. I will endeavour to give adequate notice in writing to the Principal should I wish to withdraw my child from the College or not re-enrol my child for the following year. 6. I will participate in and follow Restorative Justice processes. COMMUNICATION AND PARTICIPATION 1. I understand that the Planner is an important means of communication between parents and teachers. 2. When matters of concern about my child s achievement or behaviour arise, I will seek an interview with the relevant teacher/s. 3. I will endeavour to attend Parent Information nights, Student Progress Interview days, and other College functions. SUPPORT OF COLLEGE ETHOS 1. I will participate in Restorative meetings arising from any incident involving my child and will support the College in this regard. 2. I will support the College s Religious Education program, including the Renewal program (Retreats and Reflection Days) and ensure that my child attends these days. 3. I understand that any decisions made by the College, concerning my child s welfare and education, are based on the College ethos and made in the light of the professional judgment of teachers. 4. I will encourage my child to reach his/her full potential by providing a suitable environment for study, appropriate supervision and support, and ensuring that all necessary texts and materials are provided. 6

7 TEACHERS - RIGHTS, RESPONSIBILITIES AND EXPECTATIONS RIGHTS RESPONSIBILITIES I, as a Teacher, have the following rights: My responsibilities in the light of these rights are: 1. To be recognised and respected as a 1. To develop and teach a curriculum which professional educator. caters for all students and to ensure that I understand the Justice procedures and their implications. 2. To teach in an atmosphere conducive 2. To prepare classes and use classroom to effective learning. management strategies which ensure that the best possible educational environment is available to all students. To apply the Justice Policy consistently for all students. 3. To expect support from all members 3. To provide parents with information of the College Community in carrying about their child and maintain channels out Justice procedures. of communication. 4. To expect that I am able to work in a 4. To avoid any personal action which may safe environment and be treated with endanger myself or others, and to treat courtesy and politeness. others politely and with courtesy. 5. To expect that personal and school 5. To ensure that all reasonable care is property is safe at all times. taken with respect to the use and storage of personal and school property. 7

8 EXPECTATIONS Based on the rights and responsibilities of the College Community, I, as a teacher, shall use positive strategies to promote Justice within the College. Therefore, I am expected to undertake the following: EXPECTATIONS 1. I will implement the College Classroom Expectations as listed (see page 9). 2. I may establish further classroom expectations which supplement the College Classroom expectations. These may be negotiated with students and the consequences of breaking them should be known by all in the classroom. A copy should be sent to parents and kept on file by the College. 3. I will participate in and follow Restorative Justice processes. STRATEGIES 1. I will ensure that my lessons are well-planned and presented in accordance with course/unit outlines. 2. I will act promptly to deal with all incidents using a restorative approach. 3. I will use a variety of positive strategies to acknowledge success/desirable behaviour, e.g. praise, notes in Planner, privileges/other rewards. 4. In applying the Justice Policy, I will be mindful of the individual student and his/her needs and circumstances; and, at all times, treat him/her with respect. COMMUNICATION AND SUPPORT 1. I will follow-up promptly any concerns regarding a student s progress/incident with the relevant person - Homeroom Teacher, Year Level Co-ordinator/Leader, Deputy Principal, Principal and parents. 2. I will support other teachers in the promotion of justice. 3. I will provide an acceptable role model for students to follow. 8

9 COLLEGE CLASSROOM EXPECTATIONS 1. Staff and students will be punctual to class. 2. Students will come prepared for lessons. 3. Students in Years 7 to 9 stand at the beginning of each lesson to formally begin the class. 4. Students will commence work as requested. 5. Subject roll will be marked during each lesson. 6. Tables and chairs may be moved for group work at the teacher s direction but must be returned at the end of the lesson. 7. Students will not leave their seats unless permission to do so has been given. 8. Rooms will be kept tidy at all times and left clean and ready for the next lesson. No bags or books are to be left lying around in the classroom. 9. Students are allowed to leave the classroom for the following reasons only: (i) (ii) (iii) (iv) (v) To go to Sick Bay (with written teacher permission) To inform the Office if a teacher has not arrived (Class Captain only) To go to the Library or Computer Room (with written teacher permission) To attend an approved Year Level/College activity (with Subject Teacher and Year Level Co-ordinator s/leader s permission) To attend an approved withdrawal class. or, in the event of an emergency. 10. Students will: (i) (ii) Put up hand to contribute to the class. Listen while others are talking to the class. 9

10 COLLEGE OUT-OF-CLASS EXPECTATIONS Students will fulfil all expectations as set down in the Justice Policy. STUDENTS WISHING TO LEAVE THE COLLEGE GROUNDS DURING COLLEGE HOURS Students must have written permission to leave the College grounds during College hours. LUNCH AND LEAVE PASSES Passes are not automatic. They should only be asked for in unavoidable/ exceptional circumstances. A parental note with the reason for the pass must be presented to the student s Year Level Co-ordinator/ Team Member at Homeroom. If approved, the student will be given a pass. The student then shows the pass to his /her Homeroom Teacher. The student must report to the Main (Year 7-10)/VCE (Year 11 & 12) Office when departing the College and again when returning. If students leave the College grounds for a designated purpose, they are not to go into shops to buy food. If appropriate, a student may apply for a permanent lunch pass. ILLNESS Students need to obtain a note from their teacher and go to the Main Office if they are feeling ill. If a student needs to go home, a phone call will be made to their parents or emergency contact by the Office staff. AREAS THAT ARE OUT-OF-BOUNDS TO STUDENTS The following areas are out-of-bounds for students: All specialist rooms, e.g. the Hall, Science Laboratories, Music Room, Language Room, Food Technology, Computer Rooms, and the Creative Arts area - UNLESS A TEACHER IS PRESENT. Road on east side of Mercy Block and of Hilary Block. Staff Car Parks. Staff Offices Staffroom Maintenance area of the College. During winter months, the grassed areas e.g. ovals, may be closed. During recess or lunchtime, students are NOT to be in classrooms. The Gabriel Sherlock building is out of bounds to students unless they are going to the Main Office or are on legitimate business. Students should only be in areas of the College in which they need to be for their classes. They should not wander around other areas of the College. 10

11 STUDENTS - RIGHTS, RESPONSIBILITIES AND EXPECTATIONS RIGHTS RESPONSIBILITIES I, as a Student, have the following rights: My responsibilities in the light of these rights are: 1. To be treated with understanding and 1. To treat others as I would like to be treated respect and to experience justice in - with understanding, respect and justice. College structures. 2. To obtain maximum benefit from all 2. To be prepared for all classes to participate classes in an atmosphere conducive fully, co-operate with teachers and to allow to effective learning. others to learn. 3. To have the opportunity to reach my 3. To work to the best of my ability in all potential spiritually, academically, learning activities. culturally and socially. 4. To know what is expected of me in terms 4. To meet behaviour, uniform and work of behaviour, uniform, work requirements expectations as far as possible. and assessment tasks. 5. To expect that I am able to work in a safe 5. To avoid any personal action which may and well-cared for environment in which endanger myself or others and to make my personal property is secure at all times. sure that all reasonable care is taken with my personal property and school property. 11

12 EXPECTATIONS Based on the rights and responsibilities of the College Community, I, as a student, will act in an appropriate manner. Therefore, I am expected to undertake the following: RELATIONSHIPS WITH OTHERS 1. I will treat others with courtesy, tolerance and honesty - I will not tease others, laugh at others, hurt their feelings, or endanger their safety. I will not bully others in any way. I will not sexually harass others in any way. 2. I will care for and respect the property of others. 3. I will try and help others in their learning and contribute positively to class activities. 4. I will co-operate with and respect the authority of teachers. 5. I will participate in and follow Restorative Justice processes. COLLEGE WORK 1. I will bring all the necessary materials including my Planner to all classes. 2. I will complete all work requirements and assessment tasks both in the classroom and at home and submit these by the due date. 3. I will follow the College Classroom Expectations and any further classroom expectations established by teacher/s. 4. I will provide an acceptable role model for younger students to follow. ATTENDANCE 1. I will attend school regularly and on time. I will obtain a Late Pass if I arrive later than the start of Morning Homeroom. 2. I will follow the College Out-of-Class Expectations. UNIFORM 1. I will wear the correct and complete College uniform while travelling to/from College, at College, and at appropriate College functions. 2. I will wear the uniform in a tidy manner. 3. I will wear the correct sports uniform during PE periods, sports days and at inter-school competitions. 12

13 HEALTH AND SAFETY/PROPERTY 1. I will not endanger the safety and health of others. I will never act violently towards another person. 2. I will not use or possess drugs, alcohol, or cigarettes while in College uniform, on College premises, or while attending any College function. 3. I will not bring to the College or use items which have been banned or which are dangerous, e.g. weapons of any description, prohibited computer software, energy/stimulant drinks. 4. I will care for and respect the property of others, e.g. books, bags, lockers, bicycles, etc, and the College property, e.g. gardens, grounds, furniture, buildings, computers and other equipment. 5. I will label with my name and care for my own property at all times. 6. I will follow the Rules for Conduct and Safety on School Buses at all times. 7. I will follow the instructions of the College Crossing Supervisor and teachers on duty there and at the bus stops. 8. I will adhere to the College Policy on mobile phones and other electronic devices. 13

14 RULES FOR CONDUCT AND SAFETY ON SCHOOL BUSES 1. The wearing of seatbelts, where provided, is mandatory. 2. Students are not to walk in the aisle, or move from seat to seat in a moving vehicle. Sitting on arm rests is not allowed. 3. When seated, students are to face the front of the bus and not to stand up until the bus has stopped. 4. If there are no racks, bags are to be kept under the seats and clear of the aisles. 5. Eating, drinking and/or smoking are not permitted on school buses. 6. Offensive language and/or gestures are prohibited. 7. Nothing whatsoever is to be thrown inside a bus or thrown from it. 8. Screaming, shouting and other excessive noise is a dangerous distraction to the driver and is not allowed. 9. Vandalism and graffiti are not allowed. Offenders will pay for any damage. 10. No part of a person s body, or a person s property, shall protrude from a school bus. 11. Fighting and/or aggressive behaviour is prohibited. These rules also apply to School Bus Excursions. IF THESE RULES ARE DISOBEYED, OFFENDERS WILL HAVE THEIR TRAVEL PRIVILEGES CURTAILED OR WITHDRAWN. 14

15 Sacred Heart College Justice Policy Fundamental understandings about Restorative Practices: Understanding 1: Wrongdoing is fundamentally a violation of people and interpersonal relationships. The victim and community have been harmed and there is a need to repair and restore. Victims, offenders and the affected communities are the key stakeholders. Understanding 2: Violations create obligations and liabilities. Offenders are obliged to make things right and repair the damage or hurt they have caused. The community obligation is to support victims and offenders and address the general wellbeing of all its members. Understanding 3: Restorative Practices aims to heal and put right wrongs. The needs of the victim are starting points of justice. The process of conferencing maximises opportunities for positive exchange between victim and the offender. The victim s needs are addressed. Key Values of Restorative Practice Respect Participation Honesty Humility Interconnectedness Accountability Empowerment A Restorative Practice Approach - Brings together key people - Follows a structured process - Provides opportunity to be heard and listened to - Avoids blame, accusation and judging - Focuses on the effect of the behaviour - Restores the damaged relationships - Brings about learning Language of Choice - Engages the young person with dignity - De-escalates the behaviour - Heightens the young person s responsibility - Re-integrates the young person 15

16 Affective Questions When things go wrong What happened? What were you thinking at the time? What have you thought about since? Who has been affected by what you did? In what way? What do you think you need to do to make things right? When someone has been hurt. What did you think when you realised what had happened? What impact has this incident had on you and others? What has been the hardest thing for you? What do you think needs to happen to make things right? 16

17 Restorative Justice Process Once any stakeholder is involved in the process they remain involved and informed throughout. Step 1 Subject Teacher follows Restorative Affective Questions Step 2 Repeated incidents (no apparent improvement) must then involve the Homeroom Teacher and Subject Teacher Years 7-9. Year Homeroom Teachers are to be informed of the meeting. (see appendix 4). This must be documented on SIMON. An informal behaviour management plan may be introduced. (see appendix 2 & 3) Parents are to be informed. Student Wellbeing Team involvement is recommended. Step 3 Subject Teacher and Homeroom Teacher are to remain involved in the process. YLC (Year 7, 10-12) / DP (Year 8 and 9). A formal Behaviour Management Plan (see appendix 1) must be introduced involving Student, Subject Teacher, Homeroom Teacher (Y7-9), YLC, Parents, DP (Y8-9). Step 4 Behaviour Management Plan is breached Deputy Principal to follow up. Step 5 Serious unresolved incidents - DP / P ** This Policy is continually under review through 2010 and feedback will inform the 2011 policy development. ** The current uniform and mobile phone / ipod policies will remain in place during 2010 and will be subject to review for the 2011 policy development. (See 2010 Student Planner) 17

18 Restorative Measures Restorative Measures, including the following but not limited to, will be negotiated by the relevant stakeholders. All measures should be reflective of the nature of the incident. - Restorative meeting - Verbal apology - Written apology - Loss of privileges - Confiscation - Note to parents - Restoration of property - Completion of class work / homework - Seeking assistance eg. Wellbeing Team - Community Service - Restorative meeting - Informal Behaviour Management plan/ report card - Formal Behaviour Management plan / report card - Time out - In school suspension - Suspension - Enrolment Status Review Stakeholders student, parent, subject teacher, homeroom teacher, YLC, DP, P, Student Wellbing team. SIMON will be the formal recording mechanism and should be used from Step 2 onwards. Levels of Consultation. ** Restorative meeting based on Affective Questions - Subject Teacher/Homeroom Teacher / YLC ** Circle - Subject Teacher/Homeroom Teacher / YLC / DP ** Community Service YLC / Homeroom Teacher ** Informal Behaviour Management Plan/ report card YLC/ Homeroom Teacher ** Formal Behaviour Management Plan / report card YLC/ Homeroom Teacher/ DP ** Timeout - YLC/ Homeroom Teacher / DP ** In school suspension YLC / Homeroom Teacher / DP ** Suspension DP/ P ** Enrolment Status Review DP / P Appendix 1. 18

19 Behaviour Management Plan Date: Name of student: Year level: 1. Positive, formative purpose of this plan: 2. Duration of the plan: 3. Expectations regarding the student s future behaviour: 4. Means by which student will be supported in achieving this behaviour: 5. Means be which the student s behaviour will be monitored and managed: 6. Arrangements to apply following satisfactory conclusion of the plan: 7. Arrangements to apply if the students behaviour is not in accord with the expectations of this plan as stated above: Names and signatures of those agreeing to this plan Student: Parent: YLC/leader: DP/Principal: 19

20 Appendix 2 Name: Year level: WEEKLY REPORT - Academic and Behavioural Report P1 P2 P3 P4 P5 P6 Monday Subject: Subject: Subject: Subject: Subject: Subject: S N S N S N S N S N S N Teacher: Teacher: Teacher: Teacher: Teacher: Teacher: Tuesday Subject: Subject: Subject: Subject: Subject: Subject: S N S N S N S N S N S N Teacher: Teacher: Teacher: Teacher: Teacher: Teacher: Wednesday Subject: Subject: Subject: Subject: Subject: Subject: S N S N S N S N S N S N Teacher: Teacher: Teacher: Teacher: Teacher: Teacher: Thursday Subject: Subject: Subject: Subject: Subject: Subject: S N S N S N S N S N S N Teacher: Teacher: Teacher: Teacher: Teacher: Teacher: Friday Subject: Subject: Subject: Subject: Subject: Subject: S N S N S N S N S N S N Teacher: Teacher: Teacher: Teacher: Teacher: Teacher: 20

21 Appendix 3 SACRED HEART COLLEGE BEHAVIOUR AND WORK EFFORT PROGRESS REPORT 2010 STUDENT: CLASS: Week Commencing: Teachers please use this as a guide to rate the student s performance. Please make any additional comments, if necessary. Parents sign the report daily and will be sent a copy of the weekly report on completion. RATING O WORK OUTPUT Finished work and studied quietly Worked most of the time and achieved goals Worked reasonably well but did not achieve goals Worked only occasionally No work completed ATTENTION PAID TO TASKS AND TEACHER INSTRUCTIONS Full attention and participation Was attentive most of the time Was attentive some of the time Paid little attention Paid no attention despite intervention BEHAVIOUR DURING SESSION Excellent Only spoken to once for a minor matter Spoken to for some minor disturbances Frequent teacher intervention for disturbances A major disruption: defiant, argumentative, continually inappropriate behaviour Removal from class. Zero score for the whole day Completion of Weekly Behaviour and Work Effort Progress Report need to indicate ratings of 3 or 4 21

22 Week Commencing: MONDAY: Date Period Totals Work Attention Behaviour Teacher signature Signed by class teacher: Signed by Parent: TUESDAY: Date Period Totals Work Attention Behaviour Teacher signature Signed by class teacher: Signed by Parent: WEDNESDAY: Date Period Totals Work Attention Behaviour Teacher signature Signed by class teacher: Signed by Parent: THURSDAY: Date Period Totals Work Attention Behaviour Teacher signature Signed by class teacher: Signed by Parent: FRIDAY: Date Period Totals Work Attention Behaviour Teacher signature Signed by class teacher: Signed by Parent: 22

23 Appendix 4 Restorative Meeting Restorative Meeting Date of Meeting: Restorative Meeting Date of Meeting: Student: Student: Teacher: Teacher: Venue: Venue: Requested by: _ Requested by: _ To be completed after the meeting Meeting attended: Yes No To be completed after the meeting Meeting attended: Yes No Assistance required: Yes No Assistance required: Yes No Restorative Meeting Date of Meeting: Restorative Meeting Date of Meeting: Student: Student: Teacher: Teacher: Venue: Venue: Requested by: _ Requested by: _ To be completed after the meeting Meeting attended: Yes No To be completed after the meeting Meeting attended: Yes No Assistance required: Yes No Assistance required: Yes No 23